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Utilice este identificador para citar o enlazar este documento: https://ria.asturias.es/RIA/handle/123456789/10465


Título: Reading prosody development in Spanish children
Autores: Álvarez Cañizo, Marta
Suárez Coalla, Paz
Cuetos Vega, Fernando
Palabras Claves: Reading prosody
Spanish children
Sentence length
Type of sentence
Fecha Edición: 9-Ago-2017
Editor: Springer
Cita Bibliográfica: Álvarez-Cañizo, M., Suárez-Coalla, P., & Cuetos, F. (2018). Reading prosody development in Spanish children. Reading and Writing, 31(1), 35-52. doi: 10.1007/s11145-017-9768-7
Resumen: Reading prosody is considered one of the essential markers of reading fluency, alongside accuracy and speed. The aim of our study was to investigate how development of reading prosody in Spanish children varies with sentence type and length. We compared primary school children from the third and fifth grades with an adult sample. Participants were recorded reading aloud a narrative text including short and long declarative, exclamatory and interrogative sentences. Recordings were analysed using Praat software to measure several prosodic features (i.e., pauses, duration, pitch and intensity). We found that third-grade children had not yet developed an adult-like prosody: they made more pauses, had a flatter melodic contour and had difficulty anticipating sentence structure. Fifth-graders displayed some features of adult prosody. Both length and type of sentence influenced the expressiveness of reading in the three groups. We conclude that reading expressiveness is closely related to reading experience and develops in a similar way to decoding and reading speed.
URI: https://ria.asturias.es/RIA/handle/123456789/10465
Aparece en las Colecciones:Educación

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